]]>http://www.daniel-phelps.com/CT355_F11/2012/05/23/forbearance/feed/0“SUBWAY HUSTLE” Final Project TEAM ASAP!http://www.daniel-phelps.com/CT355_F11/2012/05/23/subway-hustle-final-project/
http://www.daniel-phelps.com/CT355_F11/2012/05/23/subway-hustle-final-project/#commentsWed, 23 May 2012 15:56:17 +0000http://www.daniel-phelps.com/CT355_F11/?p=1601keep reading]]>A brief look at the Hustlers in the New York City Subways.

]]>http://www.daniel-phelps.com/CT355_F11/2012/05/23/subway-hustle-final-project/feed/1Final Project Guidelineshttp://www.daniel-phelps.com/CT355_F11/2012/05/22/final-project-guidelines/
http://www.daniel-phelps.com/CT355_F11/2012/05/22/final-project-guidelines/#respondTue, 22 May 2012 20:28:52 +0000http://www.daniel-phelps.com/CT355_F11/?p=1583keep reading]]>Hey there everyone. I wanted to remind you of the guidelines for turning in the final project today.

Guidelines:

You will need to be able to transfer, to my hard drive, a finished movie (.mov) file.

This file needs to be at least 9-11 minutes long. Try to hit 10 minutes if you can. This is not a hard and fast rule. I’d rather have a good 9 minutes, than a crummy 11 minute piece.

I am on campus today. So if you have any questions, please let me know!

The scene opens with different shot of murals that in some way speak to diversity of culture, gender, anything that may suggest grouping from the 5 boroughs. Underlying will be a sound montage (maybe video) of strong stereotypical statement from stand up comedians. The graphic for “Drawing Lines” will transition onto the screen.

2. Scene Courtney

Sit down with Courtney in front of the library at Hofstra university. While she speaks about her grandmother being a racist, there will be b-roll of parents and children. The shots will be from Soundview where she grew up.

While she is talking about the diversity in her law school, we will show her in a study group that is diverse. We also have shots of other diverse groups in a mock trial room.

3. Scene Roberto

· Establishing the school scene.

· Wide shot of school diagonally facing first from the left side then the same shot facing the right.

· Wide shot of the building tilting down from ceiling to front doors.

· Shots of the schools social areas (cafeteria) focusing on how the people are grouped.

· Long shot of Roberto entering the front door walking to towards the camera from medium to close shot.

· Starts his interview in an empty classroom.

· B-roll of him interacting with different people. Early childhood photos of him in school showing how diverse school was or was not for him.

4. Scene Vanvalor

Interview with vanvalor in her home. As she is talking, she mentions being sprayed with hoses of water, a changing community, how New York City has become a melting pot, and her struggles as a black female growing up in the 60’s. This will be intercut with archival footage of Civil rights leaders when she mentions her upbringing. Archival photos of her neighborhood from the time period will also be used to document what the old neighborhood looked like. As the conversation moves on toward how her community has changed, b-roll will be shown of the neighborhood and is diverse residents.

Scene Chris

5. Interview of Chris outside the front entrance of York College. Subjects that come up as he is talking are racism in his youth, gentrification, how he loves rap music despite the bad name it has given his race, his feelings on people of different ethnicities opening businesses in his neighborhood, poverty in his neighborhood, and how he believes he does not fit what someone will see of a black man on tv. B-roll of various “hood movies” that showcase african american stereotypes will be played in between the time that he talks. Also, b-roll of his area will be played to showcase the businesses that “exploit” his neighborhood such as liquor stores and fried chicken spots. When he touches on rap music, clips from various raunchy and explicit music videos will play.

6. Scene Experts

Outside of york college with students and people passing by, 3 multi ethnic sociologists from York College sit infront of the building at a round table discussing the reason and effects of stereotyping.

7. Closing Scene

(Idea 1)

Interviewee Courtney comes to the realization of the ultimate cause of using stereotypes, while we showcase b-roll of more people, possibly comedians telling stereotypical jokes and the audience reactions (laughter)

Opening- Montages of what characters say love is to them while we have a footage of “Let’s be Normal” is being written in chalk on the floor.

Scene 2

We turn to different generations of people, with different views and sexual orientation, and we turn to one character, the radical one who does not believe in homosexual marriage while we have b roll of happy gay couples.

Scene 3

We have the couple talk about their union while discussing church and religion. As they speak their minds, different b roll of church footage and location being seen while we have verses from the bible bringing down homosexuality, yet turn to different points of historic figures who were indeed homosexual.

Scene 4

The LGTB center is shown. We have a tour of the place; people coming in and out (no pun intended) and people with their fears entering while we have pictures of the nice area, the commuters and the homosexual inhabitants.

Scene 5

Street talk of people, b roll of characters describing their views. As raw and real as they claim them. Walk and talk cinema verite of people around the village area.

Scene 6

While showing a park, which contains a fountain that symbolizes people wishes onto them. Wishes of being normal and accepted, wishes of not being discriminated and judged, b roll of people observing in a judging manner.

Scene 7

We have a scene, quick montage of drag. The typical stereotyped homosexual scene versus another couple that don’t fit the stereotype. We have that couple compared to a heterosexual couple who also have their own views.

3) “You carry preconceived notions that affect your personal relationships with people”/ “You are personally responsible for perpetuated stereotypes”/ “Everybody is a little racist. Everybody.”/ “You have no choice but to be stereotypical”/ “Stereotypes have been around so long because they’re convenient.”/ “No matter who you are or where you’re from you have and will judge people based on preconceived notions”/ “As much as a negative stigma they have, we draw the lines that help keep stereotypes alive”

4) As much as we all like to deny it we all subscribe to stereotypes that inform how we view other people. Stereotypes have persisted for as long as they have simply because they are convenient.

5) Many of us go through life feeling as though we are high minded, that we look past the preconcieved notions that accompany people of different races and lifestyles. The fact is that we do. It is easy to say that a person is discriminating or profiling when they bring up your race, lifestyle or beliefs as an issue, but is it ever necessary?

5)The existence, support, and renouncement of stereotypes/preconceived notions have been in place for centuries. People general say that they hate them, and are above them but for the most part, live by them, whether they know it or not. There is a extreme contradiction in society that these stereotypes thrive on. While wanting to be treated individual in some cases, there is no doubt that people want to belong to some group. With these devices in place, there is no room for a doing-away with stereotypes/preconceived notions because as we draw lines to define ourselves, we draw lines to define others as well. This is the politically correct version. Behind close doors we are more comfortable voicing our true perceptions which are in most cases more negative than we’d like to admit.

6) 10 Potential characters to interview: A Welfare office worker, african americans who grew up in the united states during segregated times, retail employees, educators, victim of law enforcement racial profiling, students, a 13 year old, a retired corrections officer, a healthcare provider/hospital worker, a service clerk

]]>http://www.daniel-phelps.com/CT355_F11/2012/04/17/final-project-4-17-12-in-class-deliverables-group-1/feed/0New York Below(tentative title) : Uchenna, Ify, Terrance, Jameshttp://www.daniel-phelps.com/CT355_F11/2012/04/17/new-york-belowtentative-title-uchenna-ify-terrance-james/
http://www.daniel-phelps.com/CT355_F11/2012/04/17/new-york-belowtentative-title-uchenna-ify-terrance-james/#respondWed, 18 Apr 2012 01:54:15 +0000http://www.daniel-phelps.com/CT355_F11/?p=1524keep reading]]>At the Conclusion of the piece we would like the viewer to learn that though a grey area, there is an underground economy populated by different types of people.

The main point that we’re trying to get across is that in the subways of NY, there are different varieties of people hustling to get money or attention in different ways. Whether it be through Performances, or beggars, or people selling things in the subway, these people are part of the underground economy.

We want to open the viewer’s eyes to see the way the people in the subway interact, communicate, and exchange money. We will show the differences of subway riders, following certain musicians, and how and why people benefit from the underground economy.

Characters-

The subway as a character itself, people in the subway who play instruments, dancers, singers, newspaper sellers, candy sellers, churros sales people, tourists, hustlers, illegal swipers

Union Square, Grand Central, West 4th

We plan on interviewing Subway performers, hustlers and tourists to get an understanding of what the subway and the different things that happen on a daily basis mean to them. That’s the economic aspect of the project.

For types of media we can pull from, we could possibly cite articles or use footage from movies and shows. we plan on shooting a lot of our own content for the piece.

We already have about 6 people we can talk to from this world for our piece,